Introduces instruction in reading, writing, listening, and speaking development from birth to grade 6. Teachers will learn productive research-based strategies, materials, and assessment practices, and reflect on their own literacy as a resource for understanding children's literacy development. Involves practical literacy experiences for children.

Rdg 502 Reading Instruction in the Secondary School: Introduction (3)

Principles and practices of teaching reading in Grades 7-12. Covers both traditional and contemporary approaches. Appropriate for teachers specializing in reading and for teachers of secondary-school subjects.

Rdg 504 Literature for Reading Programs (3)

Examination of the broad range of genres and the rich variety of materials for use in classroom settings. Focus includes strategies for incorporating tests into various curricular areas. Topics include literacy events with text for emergent readers, knowledge of book difficulty, and uses of literature in the classroom.

Rdg 505 Introduction to Literacy Teaching and Learning, 5-12 (3)

Introduces instruction in reading, writing, listening, and speaking development from grades 5 - 12. Teachers will learn productive research-based strategies, materials, and assessment practices, and reflect on their own literacy as a resource for understanding children's literacy development. Involves practical literacy experiences for adolescents.

Rdg 506 Young Adult Literature (3)

Examines the broad range of genres and the rich variety of tests for use in classroom settings. Presents strategies for incorporating literature into various curricular areas. Topics include motivation issues, text difficulty, and use of literature with controversial themes.

Rdg 508 Teaching Reading in the Elementary School (3)

Theories, techniques, and materials for planning, conducting, and evaluating elementary reading instruction in the elementary school.

Rdg 526 (Ant 526, Lin 526) Language Acquisition (3)

Examines theoretical and empirical aspects of first language acquisition and its development in speech and writing from birth through adolescence, including phonology, syntax, vocabulary, and pragmatics. It views acquisition across languages and (sub)cultures from linguistic, psychological and social perspectives.

Rdg 530 Reading and Writing Across the Curriculum (3)

Address the theory and practice of literacy learning and instruction within and across the disciplines. Focuses on disciplinary and interdisciplinary uses of and purposes for oral and written texts. Includes developing research-based models for integrating reading and writing into content study and for communicating beyond the school setting.

Rdg 600 Practicum in Literacy Teaching and Learning, B-6 (3)

Extends Rdg 500, emphasizing the knowledge teachers need to address and prevent problems in children's learning and in school practices. Teachers will learn assessment tools (e.g. standardized tests, portfolios, informal assessments) and to negotiate solutions to instructional problems with colleagues and parents. Involves tutoring a students encountering difficulty with literacy development. Prerequisite: Rdg 500 or 508.

Rdg 605 Practicum in Literacy Teaching and Learning, 5-12 (3)

Practicum in assessment of literacy as a cultural practice. Students conduct activity systems assessments to understand reading, writing, speaking, and listening instruction and learning in a variety of grade 5-12 settings, attending especially to variability across classrooms and to demands such variability places on students as well as literacy specialists. Prerequisites: Rdg 505 or 502.

Rdg 609 Adult Literacy (3)

Social and psychological perspectives on current research, programs, methods, materials, and evaluation in adult literacy. Teachers will consider contrasting conceptions of literacy and learning and adult development; participatory literacy programs; instruction and curriculum for adults of diverse backgrounds; alternative/performance-based assessment.

Rdg 610 (Tap 610) Literacy in Society (3)

Provides opportunities for building shared understanding among teachers working with students across grade levels. Involves critical examination of social aand linguistic perspectives on language and literacy. Addresses the relationship among schooling, literacy, and social and cultural life. Encompasses family literacy, media studies, and the nature and significance of sociocultural and linguistic diversity.

Rdg 615 Teaching Writing, B-6 (3)

Examines major instructional strategies and theories for teaching writing from Birth-Grade Six.  Major themes include using writing to assess student learning and inform instruction, recognizing the roles of talk, reading, and other forms of communication in writing development, writing within and across disciplines, and focusing on audiences and purposes for writing.

Rdg 616 Teaching Writing, Grades 5-12 (3)

Teachers will critically examine major instructional strategies and theories for teaching writing. Covers these topics: the intertwining roles of talk and reading in writing development, writing within and across disciplines, using portfolios for tracking student learning and for assessing teachers' growth, and uses of technology in writing English/Language Arts classroom.

Rdg 617 Teaching Social Studies & Language Arts in Preschool and Elementary Settings (3)

Focuses on New York State Standards and Assessment in teaching social studies and language arts. Teachers will learn theoretical and practical applications of historical and literary concepts. Examines productive ways to integrate across the subject areas. Emphasizes material selection, instruction, and assessment to promote conceptual understandings for all students.

Rdg 618 Teaching Math and Science in Preschool and Elementary Settings (3)

Focuses on New York State Standards and Assessment in teaching social studies and language arts. Teachers will learn theoretical and practical applications of historical and literary concepts. Examines productive ways to integrate across the subject areas. Emphasizes material selection, instruction, and assessment to promote conceptual understandings for all students.

Rdg 620 Capstone Practicum and Seminar, B–6 (6)

Involves an intense, reflective tutoring experience with a child grades K - 6, which expands into small group instruction. Teachers tutor a student and work with a group to document the students' literacy learning and their own instructional interactions. Emphasis includes reflection on teaching, theories of literacy development, and teacher's understanding of teaching, learning and research. Prerequisite: Rdg 600

Rdg 623 Practicum and Seminar II, 5-12 (6)

Involves an intense, reflective tutoring experience with a child grades 5-12, which expands into small group instruction. Teachers tutor a student and work with a group to document the students' literacy learning and their own instructional interactions. Emphasis includes reflection on teaching, theories of literacy development, and teacher's understanding of teaching, learning and research. Prerequisite: Rdg 605

Rdg 625 Integrated Literacy Instruction, B-6 (3)

Theory and practice of integrated literacy instruction. Topics include: historical perspectives on integrated language arts, and between language arts, different kinds of integration (within language arts, between language arts and subject areas, within and across grade levels, etc.) developing integrated units of instruction, teaching skills within themes, and assessing children's literacy programs.

Rdg 630 (Tap 630) The Development of Literate Thought: Social and Historical Roots (3)

General foundation for understanding the conceptions, uses and changing demands of literacy as they interact with conditions within society and schools. Exploration of the uses of literacy within the home and community in terms of their contribution to the academic context that an individual encounters as well as the perceptions and learnings that ensue.

Rdg 632 (Tap 632) Sociolinguistic Perspectives on Literacy (3)

Critical examination of social and linguistic perspectives on literacy. Relation among schooling, literacy, and forms of social and cultural life. Focuses on the sources of sociocultural and linguistic diversity, its relation to the origins and development of schooling, and the implications of such diversity for contemporary literacy instruction and evaluation.

Rdg 633 (Tap 633) Technology, Culture and Literacy (3)

Examination of the phenomenon of literacy and its cultural settings and consequences from the time of the first writing system to the present day. Emphasis on the social, religious, psychological, and philosophical issues surrounding literacy and its teaching and learning.

Rdg 638 Media Literacy (3)

This course focuses on how popular culture and visual media have changed how we think about English language arts. One component of the course focuses on major theories of popular culture and visual media. Another component involves exploring how popular culture and visual media can be integrated into classroom practice.

Rdg 648 Discourse and Language in the Classroom (3)

Explores discourse analysis as relevant to understanding teaching and learning in classroom settings. Major themes include the nature of classrooms as a communicative environment; influences of social and linguistic diversity in classrooms on teaching and learning processes; alternatives approaches to analysis of classroom communication and their contribution to understanding major themes.

Rdg 655 (Tap 654) Emergent Literacy (3)

Language and literacy development in young children is examined in everyday contexts, in and outside the home. The reciprocal relationship between early writing and reading is emphasized, as is a serious reconsideration of some long-held notions, such as reading readiness, pre-reading, and pre-requisite skills.

Rdg 656 Language and Learning to Read (3)

Explores topics on the nature of language, especially English, in relation to literacy teaching and learning. Examines the organization of language, its acquisition from birth through adolescence, its use in communicative settings, linguistic awareness, language as tool for learning, differences between spoken and written language, dialect and sociocultural variations and attitudes.

Rdg 657 (Tap 657) Reading in a Second Language (3)

Provides an overview of issues in teaching and learning to read and write a second language by young children, adolescents, and adults. Considers the differences across languages in spoken and written form, the nature of second language acquisition, the range of programs in place to foster second language literacy, and perspectives on optimal instruction.

Rdg 665 Practicum: Identifying and Correcting Classroom Reading Difficulties (3)

Formal and informal assessment of reading abilities and difficulties, and instructional strategies for improving literacy abilities. Techniques appropriate for classroom use. Prerequisite: Rdg 502 or Rdg 508.

Rdg 677 (Aps 677) Organization and Administration of Literacy Programs (3)

Examines organizational/administrative issues at three levels (societal/government, district/school, and classroom). Covers these topics: historical perspectives on literacy, current philosophies/theories, federal and state regulations, supervision techniques, district- and school-level reform (professional development, selection of materials/strategies, curriculum reform, assessment, etc.); classroom organization for literacy instruction (materials, grouping practices, etc.), evaluation of literacy initiatives.

Rdg 680 Series: Seminars (3)

Individual and group study of problems related to specific areas of literacy. Prerequisites: Consent of department and 12 hours of graduate credit.

Rdg 685 (E Spe 685) Reading and the Exceptional Child (3)

Theories and practices of reading as related to the education of students with special needs and handicapping conditions. Specific topics include assessment, individualized educational plans, instructional delivery, and inclusive reading programs for exceptional children.

Rdg 687 Institute in Education (2-9)

Selected courses and workshops in literacy. Prerequisite: Consent of instructor.

Rdg 695 Supervised Fieldwork (3)

Exploring theory and research through fieldwork experience. Open to graduate students who have been admitted to the Reading Department. Prerequisite: Consent of department.

Rdg 697 Independent Study in Reading (1-6)

Projects designed to meet the needs of students in master's level programs. Prerequisite: Consent of department.

Rdg 710 Literacy as Social Practice (3)

This course will introduce you to an array of theoretical frameworks within which contemporary scholars define, study, and explain literate actions as simultaneously individual and collective. These traditions include but are not limited to: critical literacy; sociocultural theories; activity theory; ethnography of communication; technologically mediated literacies; narrative theories.

Rdg 711 Literacy as Social Reproduction and Transformation (3)

Students will explore theoretical explanations of the relations between literacy practices and social reproduction and transformation. Key elements of critical cultural studies (including the Frankfurt School, British cultural studies, and 20th Century French sociology) will be introduced and related to literacy studies, dating from Paulo Freire to the present.

Rdg 715 Analysis of Written Discourse (3)

Focuses on contributions of different traditions in discourse analysis to social and educational research. Topics include conversational analysis, narrative analysis, analysis of multi-modal texts, and analysis of institutional settings. Particular attention to the study of language use in home and community settings, and the characterization of authoritative discourse about knowledge.

Rdg 731 (Tap 731) Theory and Research in Teaching Writing (3)

Examination of current research in the field of writing. Readings include class papers as well as significant recent research in the various domains of research in writing. Examination of studies from various fields including psychology, linguistics, anthropology, and education.

Rdg 732 (Tap 732) Theory and Research in Teaching of Literature (3)

Presentation of a theoretical overview concerning the teaching of literature K-12 together with a review of the latest research in the reading of literature. Emphasis on crucial issues that need to be researched and on the various methodologies that might be used in research.

Rdg 734 (Tap 734) Oral and Written Language (3)

Overview of the social and psychological factors that underlie patterns of oral and written discourse in classroom settings as they support or impede literacy learning. Basis of the belief that literacy learning is socially based and that this foundation affects cognitive behavior and communicative interactions during instructional events.

Rdg 742 Teacher Leadership in Literacy (3)

Involves mentoring in association with the clinical practicum course. Mentors will be required to work with teachers in the master's program and school personnel associated with children being tutored. Includes detailed examination of teaching and mentoring interactions, facilitative structures in schools, and communication with other personnel and parents.

Rdg 743 Researching Classroom Literacy (3)

Intended to help teachers formulate research problems and be competent with the logic of classroom action research. Course involves readings on classroom research, analysis of examples of classroom research, and formulating individual research projects.

Rdg 755 (Tap 731) Theory and Research in Teaching Writing (3)

Examination of classic papers as well as significant recent research in the various domains of research on writing. Topics include developmental processes, instructional approaches, cultural and linguistic influences, effects of technology, writing in multilingual settings, writing and learning, writing in academic disciplines, and assessment.

Rdg 756 Texts and Teaching in Literacy Learning (3)

Examines research on the classroom instruction associated with literacy, teaching, includes readings about: (a) historical and theoretical review of classroom instruction and materials, (b) analysis of current research on literacy instructional settings and processes, and (c) teacher knowledge and professional growth. Prerequisite: Consent of Instructor.

Rdg 757 Research on Preparing Literacy Teachers (3)

The focus of this course is the examination of historical and current research on literacy teacher preparation and continued development, including teacher change, teacher beliefs, and institutional constraints and affordances related to literacy instruction in schools.

Rdg 758 CAS Research Project (3-9)

Preparation and presentation of an inquiry project.  Students work independently, with guidance from an advisor or other faculty member. 

Rdg 762 Current Research in Literacy (3)

Analyses of research in literacy, and the implications of these studies for the teaching of reading and writing. Selection of appropriate research methodology. Prerequisite: Consent of instructor.

Rdg 770 Diagnostic Reports and Case Studies in Reading (3)

Preparation and discussion of diagnostic reports and case studies. Students diagnose and report a number of cases. Prerequisite: Rdg 666.

Rdg 771 Clinical Experience (3)

Designed for students not intending to work in a clinical setting but who would like exposure to more severe cases than encountered in Rdg 667. Prerequisite: Consent of instructor.

Rdg 772 Advanced Clinical Practices (3)

Designed for students desiring to increase their clinical skills. Fall semester devoted primarily to diagnosing, treating, and evaluating the needs of a severely disabled reader who may have multiple handicaps. Spring semester involves continued casework, plus mainstreaming the reader. Seminars and other course requirements tailored to student's interests and needs. Prerequisite: Consent of instructor.

Rdg 773 Seminar in Reading Disability and Related Disorders (3)

Examination of classical and current issues in the causation, diagnosis, and treatment of reading disability. Prerequisite: Consent of instructor.

Rdg 779 Quantitative Methods in Literacy Research (3)

This course is intended to serve as an introduction to quantitative methodology as applied to literacy research. A primary objective of the course is to help advanced students, who have fairly sophisticated understanding of literacy and literacy development, to become more sophisticated consumers of quantitatively based literacy research. Prerequisite: Advanced Standing in Reading/Literacy Program and/or Permission of the Instructor.

Rdg 781 Literacy Learning and Development Across the Lifespan (3)

Seminar explores literacy learning and development in adolescence and adulthood. Course examines theories of adolescent and adult learning and development; literacy theory; policy influencing literacy instruction; research on literacy learning and development in sites such as families, peer groups, communities, workplaces, K-12 schools, and various adult education settings, including prisons.

Rdg 782 Psycholinguistics and the Reading Process (3)

Examines the linguistic, perceptual, and cognitive dimensions of the reading process, and explores its empirical basis in studies of reading acquisition and skilled fluent reading. Prerequisite: Consent of instructor.

Rdg 887 Institute in Education (1-9)

A Special course, not part of the pattern of regular offerings, designed to meet non-recurring needs.

Rdg 890 Research and Independent Study in Reading (2-6)

Projects designed to meet needs of students in advanced programs. Prerequisite: Consent of the department.

Rdg 891 Research Practicum (3)

Designing, conducting, interpreting, and reporting research studies. Students work directly with faculty in an on-going project. Prerequisite: Consent of instructor.

Rdg 892 Practicum in College Teaching (3)

Preparation and presentation of course content, and evaluation of student achievement. Student works directly with the faculty member who is teaching a 500-level or 600-level course. Prerequisite: Consent of instructor.

Rdg 893 Advanced Studies Research Project (3-9)

Individualized research project for student completing an Advanced Studies certificate in the Reading Department. Project may involve conducting and writing a research report, literature review, or position paper. Students may take this course for up to 9 credits. Prerequisite: Methodology coursework and consent of department.

Rdg 895 Internship in Reading (4-8)

Planned experiences which emphasize the students' professional objectives. Includes a seminar. Prerequisite: Consent of department.

Rdg 897 Proseminar: Dissertation Preparation (3-12)

Development of the Specialization exam and/or dissertation proposal. Prerequisite: completion of comprehensive examination and approval of major advisor.

Rdg 899 Doctoral Dissertation (1-12)

Required each semester of all candidates working on their doctoral dissertations. Prerequisite: Consent of the department.